Search Results for
"Engineering education"

Despite the growing demand for experienced Internet of Things (IoT) professionals across industrial establishments, most secondary education institutions do not offer a curriculum to empower students’ knowledge and skills in IoT. Enrichment programs and vocational workshops can be considered as potential solutions to equip students with necessary IoT-related skills and assist them in planning and making conscious career choices. Through this research, we aim to utilize the principles of Backward Design and constructionism in designing an IoT curriculum for enrichment programs for high school students, while incorporating electro-mechanical concepts from electronics, programming, connectivity, and design. The curriculum was used to teach IoT concepts to 28 high school students during two enrichment programs. It was found that students with hardly any prior knowledge in IoT could acquire the necessary skills to design and prototype IoT applications. © 2025 Copyright held by the owner/author(s).

HCI researchers have explored ways to improve HCI and design education. We designed and conducted an experiential learning internship to teach principles of design research to first-year undergraduate students. We describe the framework we used for the design of the internship and the lessons we learned in a self-reflective case study. We provide the following recommendations to other educators who want to incorporate similar programs: 1) prepare for clients having differences in opinion, 2) use multiple educational methods to supplement the experience, 3) allow interns to navigate a project space on their own, but identify areas that may create major delays, and 4) prepare educational material on the latest trends and tools that may be of interest to the interns. © 2025 Copyright held by the owner/author(s).

Virtual reality (VR) technologies have shown significant potential in enhancing the automotive design process by providing immersive, interactive, and collaborative environments for reviewing complex vehicle architectures. Traditional CAD models and physical prototypes often struggle to offer the flexibility needed for rapid iteration and spatial understanding, especially for systems such as hydrogen-powered commercial vehicles. This study aims to develop a VR platform to improve the collaborative review of the internal architecture of a hydrogen-powered commercial vehicle, specifically focusing on the spatial arrangement and interaction of critical components such as hydrogen tanks, fuel cells, and batteries. The goal is to enhance design processes, reduce iteration costs, and improve spatial understanding and decision-making within automotive teams. The VR environment was built using Unity 3D and optimized for mobile VR platforms, incorporating features such as interactive component manipulation, dual locomotion modes (teleportation and free movement), and real-time collaboration. The platform was tested with a range of users, including automotive professionals and students, to evaluate its usability, performance, and impact on spatial understanding and user engagement. User feedback demonstrated high levels of satisfaction, with 85% of participants reporting improved spatial understanding, 80% preferring VR over traditional CAD tools, and 90% noting increased engagement. The VR platform enabled faster completion of assembly tasks (40% faster than traditional methods) and improved collaborative decision-making. However, challenges such as system performance issues, motion sickness, and a steep learning curve were reported by some users, particularly nontechnical users. The VR platform developed in this study significantly advanced the collaborative and immersive review of automotive designs, offering tangible benefits in terms of engagement, spatial comprehension, and design iteration efficiency. While there were limitations related to hardware requirements and user accessibility, the results highlight the transformative potential of VR in automotive design and education. Future work will focus on performance optimization, AR integration, and improving usability for nontechnical users. © 2025 The Author(s). Computer Applications in engineering education published by Wiley Periodicals LLC.

Exploring the potential of text-to-image generation technology in Taiwanese vocational high school art courses, this study employs a conceptual framework of technology integration, creative thinking, and metacognitive abilities, focusing on its effects on teaching strategies as well as students’ digital art creation skills and cognitive and creative development. The study was conducted through a multi-methodological approach that includes a systematic literature review plus participatory action research and qualitative analysis. The results showed that integrating text-to-image technology with education boosted students’ interest in activities such as prompt design and project creation and suited themes like landscapes and conceptual art. Testing AI tools enhanced technical proficiency (average of 3.95/5), while pedagogy shifted to project-based learning, increasing engagement. Students’ digital art skills improved from 3.26 to 3.78 (16% growth), with creativity and originality (3.82/5), style diversity, visual complexity, and divergent thinking notably advanced. The technology also fostered metacognitive skills and critical thinking, proving to be an effective teaching aid beyond a mere digital tool. This discovery provides a fresh theoretical viewpoint and instructional procedures for high school art education curricula, anchored in technology, and highlights the importance of nurturing students’ innovativeness and adaptability within the contemporary digital age. © 2025 by the authors.

With the growing interest in entrepreneurship, increased attention has been paid to entrepreneurship education. In recent years, attention has been paid to entrepreneurship education in engineering majors. This study examines the impact of attitude, subjective norms, and self-efficacy toward entrepreneurial intention and the moderating role of entrepreneurship education among students at the National Institute of Technology, Tsuruoka College, Japan. This study was grounded in the theory of planned behavior and social cognitive theory, suggesting a new approach to examining entrepreneurship education in engineering students. A questionnaire survey was conducted with 275 Japanese students (150 second-year students and 125 fourth-year students). Employing structural equation modeling, the findings indicated that attitude and self-efficacy significantly influence entrepreneurship intentions, with notable differences between the second- and fourth-year students. Results have suggested focusing both on project-based learning and theory-based learning to nurture knowledge, skill, and mindset to comprehensively develop entrepreneurial intention. © 2025 by the authors.

Traditional lectures in architectural engineering often fall short of effectively conveying practical applications. This study introduces a hybrid teaching approach that integrates structured field trips with traditional lectures based on Kolb’s four-step experiential learning cycle to address this. An experimental design was implemented to assess the impact of this method on achieving core Course Learning Outcomes (CLOs). Using SPSS, independent-sample t-tests, and one-way ANOVA, we compared CLO scores across intervention groups, student seniority levels, and field trip frequency. At the same time, multiple linear regression analyses were used to analyze the influence of students’ attitudes, prior experiences, and enjoyment on the CLO scores. CLO achievement was further validated through the Course Learning Outcome Analysis Tool (COAT). The findings reveal that students exposed to field trips performed significantly better, particularly freshmen and junior students, who showed greater knowledge gains than their senior peers. Additionally, a higher frequency of trips was associated with improved academic performance, and students’ positive attitudes, prior exposure, and enjoyment of field trips positively influenced their CLO outcomes. These results underscore the effectiveness of integrating experiential learning into architectural engineering education, offering a compelling supplement to conventional lectures and addressing the limitations of traditional instructional methods by fostering deeper, more meaningful student engagement and learning. © 2025 by the authors.

Immersive Virtual Learning (IVL) is increasingly recognized as an innovative approach to technical skills training. Its immersive, engaging, and interactive nature enhances the learning experience. This study addresses the need for a structured understanding of IVL’s effectiveness in technical skills training. A systematic search of scholarly articles from Scopus, Web of Science (WoS), IEEE, and ERIC publications from 2020 to 2024 was conducted following the PRISMA framework. The database found (n=36) that the final primary data was analyzed. The findings were categorized into three themes: (1) Effectiveness of Immersive Learning Technologies, (2) Integration and Implementation Strategies, and (3) User Experience (UX) in IVL Environments. The results reveal that IVL significantly improves learning outcomes, especially in technical skills training, by enhancing theoretical knowledge and practical abilities. UX factors, including usability, cognitive load management, intuitive interaction design, real-time feedback quality, engagement, motivation, and perceived realism, influence UX. Well-designed IVL enhances user acceptance, although future research is necessary to optimize these technologies and UX in IVL for technical skills training. © © 2025 KSII.

This study investigates the effectiveness of a laboratory activity designed to enhance vocational students' understanding of rare earth metal extraction from electronic waste, specifically Cathode Ray Tube (CRT) waste using Eutectic Ionic Liquids (EILs). The method is pre-experiment with one group pretest-posttest design. The research involved 15 chemical engineering students from the Polytechnic in Bandung. The laboratory activity involved collecting CRT waste, separating phosphorus material, synthesizing EILs, extracting rare earth metals from phosphorus material, and observing and analyzing the results. The data analysis technique used was descriptive analysis of N-Gain and statistical tests like the normality test and non-parametric Wilcoxon test. The results showed a medium increase in learning outcomes with a 28% and the N-Gain value for learning outcomes is 0.59. The Wilcoxon statistical test confirmed the significant difference between learning outcomes before and after the laboratory activity. The study concludes that this novel laboratory activity is effective in increasing students' understanding of sustainable rare earth metal extraction, It aligns with Sustainable Development Goals No. 12: Responsible Consumption and Production, providing a solution to the e-waste problem and serving as an educational tool for sustainable practices. © 2025, Rajarambapu Institute Of Technology. All rights reserved.

In the case of engineering education, one way or another, Universities and other educational institutes struggle to handle the practices due to a high number of students or a lack of equipment and laboratories. The students don't get enough practical knowledge during their studies. Theoretical knowledge is still essential nowadays, but students will only know the basics with proper practical knowledge. One example - in the case of mechatronics - is the startup process of a programmable logic controller (PLC) controlled system (connect to the device, add or scan the I/O terminals, etc.). With the lack of these abilities, freshly graduated students will face more challenges at the beginning of their careers since the onboarding process will be more protracted and frustrating, not to mention that they may not pass the interview stage several times. These failures will affect the student's professional life and give the institution a bad name. This paper proposes a laboratory and workstation concept for teaching automation technology to mechatronics students at undergraduate and graduate levels. The concept started with the idea that we were trying to find the golden mean in case of the following problems: high number of students, lack of equipment and teachers. In the first step, we specified the lab size to get the maximum capacity one teacher could handle. Then, we started to design the workstations, where we intensely collaborated with the partner companies to ensure that the new workstations would be useful from the industry point of view. Later in the paper, the concept of a 15-station control engineering laboratory with several undergraduate-level measuring stations capable of performing basic control engineering and digital servo drive tasks will be presented. In addition to these stations, several high-value workstations have been designed to provide graduate-level education, including image processing, 3-axis servo control, XTS magnetic field control, etc. The curriculum of the subjects related to the lab will also be mentioned. We would like to provide insight into the tasks the students should do in practice, from the first step to the end of their studies. We expect that the students not only get practical knowledge but also understand the theoretical knowledge of not only the subject of automation but also the other subjects in the curriculum. © 2024

In the era of rapidly evolving technology and digitalization, where everything is connected through the "Internet+", all aspects of people's lives and learning are being profoundly influenced, ushering in a new era of intelligent education in universities. Taking English Practical Writing course as an example, this study integrates the educational philosophy of "Harmony between education, Practice and Students", leveraging the Unipus Intelligent Platform. Through project-based teaching methods, it activates the new forces in education and teaching in the era of digital intelligence, exploring a deeply integrated "Digital Intelligence + Teaching"model characterized by the "12345"framework. This approach aims to create an English Intelligent Classroom for "New Liberal Arts engineering Training", cultivating students' talents who are proficient in both Chinese and foreign languages, skilled in English practical writing, imbued with a Chinese heart, brimming with Chinese sentiment, filled with Chinese flavor, and capable of creatively inheriting and promoting the cultural heritage of China. © 2024 Copyright held by the owner/author(s). Publication rights licensed to ACM.